Superintendent's   Bulletin 

COURSE  OF  STUDY  SERIES 


No.  27 

Printed  October,  1922 


HEALTH   EDUCATION 
For  Kindergarten  and  Grades  1  to  4 


Approved  by  the  Superintendent's  Council  May  10,  1922, 
for  temporary  use — to  be  observed  and  criticized  by  all  who 
use  it,  and  revised  for  printing  at  the  end  of  the  year. 


FRED  M.  HUNTER,  Superintendent 

LEWIS  B.  AVERY,  E.  MORRIS  COX, 

Assistant  Superintendent  Assistant  Superintendent 


LLOYD  D.  BARZEE, 

Deputy   Superintendent 


VIRGIL  E.  DICKSON, 

Deputy  Superintendent 


Note  —  This  leaflet  is  the  property  of  the  school,  and  must  be  left  as 
a  desk   copy  to   be  filed  with  the  principal   at  the  end  of  the  year. 


OAKLAND    PUBLIC    SCHOOLS 

OAKLAND,     CALIFORNIA 


All   courses   of  study  reported  by   committees 

are    readjusted   and    edited    for    administrative 

use  by  the   Council  of  Supervision,   composed 

of  the  following  members : 

Virgil  E.  Dickson,  Chairman 
Director  of  Bureau  of  Research  and  Guidance 

Lloyd   D.    Barzee, 
Deputy  Superintendent  of  Schools 

Florence  La  Ganke 
Director  of  Home  Economics 

F.  R.  Cauch 
Director  of  Boys'  Vocational  Work 

Sue  L.  Fratis 

Supervisor  and  'Director  of  Patriotic  and 
Civic  Activities 

Ida  Vandergaw 
Supervisor  of  Primary  Work 

Edna  W.  Bailey 
Director  of  Science 

John  R.    Sutton 
Vice  Principal  Oakland  High  School 

Elise  Martens 
Director  of  Division  of  Mental  Tests 


In  practically  no  field  of  pedagogy  has  there  been  more  complete  revision 
of  method  during  the  past  few  years  than  in  the  field  of  health  education. 
This  preliminary  report  is  presented  in  the  hope  that  it  will  stimulate  further 
experimentation  and  contribute  material  which  will  be  suggestive  for  further 
development  and  revision  of  this  outline. 

Appreciation  is  due  the  Child  Health  Organization  of  America,  the  United 
States  Bureau  of  Education,  and  many  cities  which  have  so  generously 
cooperated  in  submitting  programs,  and  those  teachers  of  the  Oakland  Public 
Schools  who  have  been  a  continued  source  of  helpfulness  to  the  committee. 

Respectfully  submitted, 

Dr.   Alvin  Powell,   Chairman 
Mr.   George  Hatch 
Jay  B.   Nash 
Elizabeth   Sherman 
Florence  E.   Weeks 
Dr.  Edna  W.  Bailey 
(Mrs.)   Daisy  L.  Short 
Florence  M.   La   Ganke 
Maude  Wildes 
Gertrude  N.   Whitton 


HEALTH  EDUCATION  FOR  KINDER 
GARTEN  AND  GRADES  1  TO  4 


A  COURSE  of  study  is  constructed  to  serve  as  a  helpful  guide  in  the  hands  of 
teachers.  It  should  encourage  initiative  and  resourcefulness  and  inspire  the 
teacher  to  his  or  her  best  thinking.  The  plan  adopted  for  Oakland  Public 
Schools  is  to  have  the  courses  of  study  originate  from  the  practices  of  the 
classroom  through  the  medium  of  committees  composed  largely  of  classroom 
teachers.  These  committees  are  instructed  to  weigh  carefully  modern  educational 
practices  and  educational  literature  on  the  subject,  to  counsel  with  specialists 
and  laymen,  and  to  consider  the  educational,  social,  moral,  and  psychological 
reasons  for  including  the  material  which  they  propose  in  the  courses  of  study. 

Our  educational  program  in  the  elementary  schools,  junior  high  schools,  and 
high  schools  should  be  sufficiently  ^flexible  to  meet  the  needs,  not  only  of  those 
of  normal  capacity,  but  should  intercrst  those  who  need  more  to  do,  and  should 
adjust  for  those  who  cannot  keep  the  regular  pace. 

The  courses  of  study  proposed,  therefore,  will  provide  for  variation  (a)  in 
content,  (b)  in  time  required,  and  shall  be  planned  to  meet  the  needs  of  at  least 
three  groups  —  the  superior,  the  normal,  and  the  retarded. 


NOTE — Teachers  are  asked  to  report  at  the  end  of  the  year  (1)  those  sec- 
tions of  this  course  of  study  which  they  deem  most  suitable  for  each  one  of  the 
grades  concerned;  (2)  those  standards  of  attainments  most  directly  applicable  to 
each  grade  concerned. 

A.  PURPOSE — The  purpose  of  health  teaching  is  to  conserve  and  to  promote  the 

health  of  childhood  by: 

1.  Creating  a  desire  for  health  which    expresses    itself  in  daily    habits  cheer- 

fully performed. 

2.  Stating  health  in  positive  terms:    "the  source  of  strength,  beauty,  joy"; 
"a  state  of  overflowing  vigor";  "abundance  of  life";     not  as  a  mere  free- 
dom from  disease. 

3.  Giving  the  knowledge  which  is  essential  to  healthy  living, 

B.  SUBJECT-MATTER— The  needs  of  the  growing  child: 

1.  Foods  for  the  growing  child.    Encourage  use  of: 
Milk — at  least  a  pint  a  day. 

Vegetables — especially  green,  leafy  varieties. 

Fruits. 

Well-cooked   cereals. 

2.  Care  of  the  teeth.    Encourage  the  use  of  a  small  toothbrush  with  "  up- 
and-down"    strokes,    morning    and    night.     Suggest    use    of    precipitated 
chalk  or  good  white  soap  where  dentifrice  can  not  be  afforded     Have 
individual  brush.   Keep  well  sunned  or  dried,  and  in  individual  receptacles. 

3.  Sufficient  rest.     Urge  the  following  amount  of  sleep: 

Age — 5  years  to  7  years Hours  of  sleep — 11-12 

Age — 8  years  to  11  years Hours  of  sleep — 10-11 

4.  Fresh   air.      Recommend    out-of-door    play.      Open    windows     day    and 
night. 

9  


&  .*Cleanli«pes?.«. 'Simulate  child  to: 
'Come*  to  scho'oT  *cle,an. 
.;W3sh>.han<Is  jpefore  eating. 
*  ^EfatKe.  **fre,<5UAntfyV*pore  than  once  a  week. 
Carry  a  clean  handkerchief,  and  use  it  properly. 
Keep  objects  (pencils,  books,  fingers,  etc.)  out  of  mouth. 

6.  Good  Posture.     Emphasize  importance  of  good  sitting  and  standing  posi- 
tion.    Growing  bones  are  more  pliable  than  they  will  be  later. 
Sitting — Chest  up,  chin  in,  head  up,  knees  straight  ahead,  end  of  spine 

against  back  of  chair. 
Standing — Chest  up,  chin  in,  waist  flat,  weight  on  balls  of  feet. 

7.  Protection  of  eyes.     Teach  children  to  avoid  strong  or  insufficient  light 
while  reading.     Keep   fingers   away   from   eyes   and  observe   position   of 
book  and  distance  from  the  eyes.     When  the  child  is  sitting  in  correct 
posture  the  book  should  be  at  least: 

10  inches  from  the  eyes — Primary. 
12  inches  from  the  eyes — Intermediate. 
14  inches  from  the  eyes — Grammar. 
16-20  inches  from  the  eyes — Adult. 

C.     METHODS: 

1.      General  Methods. 

a.  Appeal  to  the  dramatic  instincts  of  the  child.     Personify  health  fac- 
tors.    Give   them   life   and   reality;    for   example,   let   the   toothbrush 
become  "King  of  Brushes";   soap,  the   "Guardian  of  Fairy  Health's 
House";    "Late   Hours",    the   thief  who    steals    roses    from    children's 
cheeks;    milk,    the    "Master    Carpenter",     etc.  Use    health   plays    fre- 
quently  and   dramatize   any   health    stories   which    the    children    may 
write.     Songs,  rhymes,  jingles,   or  other  rhythmic  activities  add  life 
to  health  teaching. 

b.  Utilize   creative  abilities.    Make   a  map   of  healthland  on   the   sand- 
table,  with    "Bathtubville,"    "Orange  Valley,"  "East  and  West  Tooth- 
brush,"   "Sleepy    Hollow,"  "Milk   Depot,"  etc.,  as   points  of   interest. 
Encourage  the  children  to  suggest  other  names  for  mountains,  cities, 
or  towns. 

Let  scrapbooks  be  made  with  cut-outs  from  advertising  sections 
of  magazines  to  illustrate  a  given  subject:  "Foods  for  Health,"  "My 
Clean-up  Book,"  "Out-of-door  Play,"  etc.  When  appropriate  pic- 
tures can  not  be  found,  children  may  supplement  with  their  own 
drawings.  The  entire  scrapbook  can  be  made  up  of  original  draw- 
ings if  desired.  Another  variation  is  the  class  scrapbook  representing 
the  entire  group  of  health  habits,  to  which  all  children  bring  contri- 
butions. 

c.  Make   the   practice    of   health   habits    an    enjoyable    game.     Refer   to 
habits  as  the  "rules   of   the   game,"   or   make   each   habit   a    game   in 
itself. 

"He  thinks  the  tub  a   sea  or  bay, 
And  makes  a  storm  of  soapy  spray. 
And  when  the  tempest  >has  blown  past 
He  jumps  out  on  dry  land  at  last. 
He  saves  the  sail  from  out  the  wreck. 
It  is  the  towel  on  his  back." 

2.      Special  Methods. 

NOTE — Health  teaching  in  the  kindergarten  and  grades  1-4  can  best  be 
given,  not  as  an  individual  subject,  but  by  the  natural,  reasonable  application 
of  facts  and  principles  to  healthful  living  in  situations  offering  such  possibili- 
ties. Should  such  applications,  however,  be  forced,  they  become  artificial 
and  useless. 

—  4  — 


The  following  offer  special  opportunities  for  health-teaching: 

a.  Inspection. 

b.  Weighing  and  measuring. 

c.  Physical  Education. 

d.  Language. 

e.  Drawing. 

f.  Civics  and  Service. 

g.  Geography, 
h.      Penmanship. 

i.     Industrial    arts. 

Curriculum  Committees  working  on  courses  of  study  have  already  made  pro- 
vision for  health  teaching  in  Physical  Education,  Language,  Drawing,  Civ- 
ics, and  Geography. 

a.  The  Inspection  Period.  Use  the  morning  inspection  for  a  daily 
checking-up  of  those  'health  habits  for  which  the  child  should  be  held 
responsible,  irrespective  of  family  conditions  and  standards.  The  in- 
spection should  be: 

Pleasurable,  not  painful. 

Encouraging,  not  discouraging. 

Interesting,   not   monotonous. 

Vital  part  of  health-teaching,  not  an  unrelated  activity. 

Suggested  questions: 

Are  hands  clean?     Face?     Nails? 

Is  hair  clean,  brushed,  and  well-cared  for? 

Has    toothbrush    been   used? 

Has  the  child  a   clean   handkerchief? 

Are  rubbers  and  overcoats  removed? 

Are  feet  dry? 

Suggestions  for  stimulating  and  using  results: 

(1)  The  automobile  race:  picture  a  race  by  drawings  across  top  of 
blackboard,  or  models  hung  on  wires.     Let  machines  be  num- 
bered according  to  the  rows  and  move  ahead  as  rapidly  as  all 
members  of  the  row  show  clean  hands,  teeth,  hair,  etc.     Special 
recognition  may  be  given  the  winning  row,  if  desired. 

(2)  Picture  a  class  race  by  figure  drawings    (single-line  action  fig- 
ures).    Pis.ce  initial     under    each    figure.     Move    figure    foward 
as  improvement  appears.     Race  may  be  for  perfection  in  any 
phase  of  physical  care.     Inter-class  competition  may  be  included. 

(3)  Personify  toothbrush-  and  the  dirty  tooth  by  adding  legs,  arms, 
and  faces.     Represent  in  running1  position,  the  tooth  pursued  by 
toothbrush.     Cut  from  stiff  paper  and  mount  at  top  of  black- 
board.    Place  dirty  tooth  as  many  inches  or  feet  from  the  door 
as  there  are  children  in  the  room.     Move  dirty  teeth  nearer  the 
door  every  time  a  clean  set  of  teeth  appears.     Eliminate  entirely 
when  the  class  unanimously  shows  evidence  of  the  use  of  the 
toothbrush.     The  toothbrush  and  tooth  may  be  replaced  by  soap 
and  dirty  hands,  wash-cloth  and  ear,  or  other  personifications  of 
habits  under  inspection. 

(4)  Build  a  flag  with   stars   representing  clean  hands,  white  stripes 
representing  clean  teeth,  red  stripes  representing  clean  handker- 
chiefs, etc.     When  the    flag  is  completed,  it  stands  for  a  healthy 
nation  which  the  class  is  helping  to  build. 

(5)  Build  a  house   for   "Fairy   Health,"   letting  various  health  habits 
represent   bricks,   windows,  and  shingles,  respectively.  As  habits 
function  successfully,  the  house  takes  form,  either  with  chalk  or 
the  blackboard  or  with  bits  of  colored  paper  pasted  to  some  firm 
foundation. 

—  5  — 


(6)     Demonstrate   with    dolls    or    models   best   methods    of   brushing 

teeth,  caring  for  hair,  etc. 
b.      Weighing  and  Measuring. 

Why  should  we  weigh  children  in  school? 

(1)  Weight  in  relation  to  height  and  ag"e  is  one  of  the  best  indices  a 
teacher  may  obtain  of  the  health  of  her  classes. 

(2)  Children  are  eager  to  know  what  they  weigh,  what  they  should 
weigh,  and  if  they  are  gaining.    This  enthusiasm  and  the  question 
"What  shall  I  do  to  gain?"  provide  an  easy  approach  to  teaching 
the  "rules  of  the  game." 

%  (3)  Measurable  results  of  rest,  milk  drinking,  regular  eating1  of  whole- 
some foods,  and  other  health  habits  can  be  seen  in  increased 
weight  and  height.  Evidence  of  this  kind  is  inspiring  to  the 
child  who  has  gained,  and  to  the  class  as  a  whole. 

When  should  we  weigh? 

(1)  All  children  would  profit  by  regular  monthly  weighing. 

(2)  Weigh  at  same   time  of   day  each  month.     Weights   will  vary 
according  to  meals,  mid-morning  lunch,  eliminations,  etc. 

(3)  Underweight    children    may    be    stimulated    to    gain    by    more 
frequent  weighing. 

How  to  weigh? 

(1)  In  the  spirit  of  the  game;  make  the  weighing  time  a  "real  event." 

.Prepare    for    it,    arouse    interest    in    it,    link    it    up    with    health- 
teaching. 

(2)  When  age  permits,  encourage  children  to  weigh  themselves. 

What  should  we  weigh? 

Weigh  the  child,  not  his  shoes,  sweater,  coat,  or  heavy  objects  in  his 
pockets.  The  tables  of  average  weights  for  height  and  age  were 
nuide  on  basis  of  weights  taken  in  light  indoor  clothing,  hence  in 
weighing  conditions  should  be  as  nearly  identical  as  possible. 
Avoid  embarrassment  by  announcing  previously  that  shoes  will 
be  removed  and  hosiery  should  be  in  order. 

How  to  use  results? 

(1)  Charts  and  graphs  might  be  made  in  grades  3  and  4. 

(2)  Reasons    may    be    analyzed    for    gains    made,    and    noteworthy 
progress  praised. 

(3)  Cooperation  of  nurses  for  children  needing  special  attention  may 
be  secured. 

e.     Correlation  of  Drawing  and  Health  Education. 

(1)  Drawing   as    a    language. 

Use  Drawing  as  a  language.  Establish  habits  of  health  by  means  of 
motor  activities.  As  soon  as  the  beginners  have  learned  to  repre- 
sent action-figures  and  rooms  as  outlined  in  the  course  of  study 
in  Drawing  for  the  first  grade,  the  health  program  suggests  many 
themes  for  illustration. 

(2)  Themes. 

(a)  "This  is  the  way  we  brush  our  teeth,"  or  "comb  our  hair," 
or  "take  a  bath"  can  be  represented  with  even    the    meagre 
graphic  vocabulary  of  beginners   so  that  drawings  need  not 
even  be  labeled. 

(b)  Draw  simplified  outline  of  a  bathroom  with  the  stick  figures 
performing  the  activities  suggested  to  carry  over  health  in- 
struction given  by  teacher. 

(c)  The  dining  room  suggests    an   action    figure    drinking  milk  or 
eating  fruit,  etc. 

(d)  Associate  the  kitchen  with  the  idea  of  preparing  vegetable!. 

—  6  — 


(e)  Represent    sleeping    with    windows    open    by    drawing    cur- 
tains in  the  bedroom  at  an  angle  to  suggest  the  force  of  the 
breeze  against  the  hangings.     Show  the  hour  of  retiring  by 
face  of  clock  with  hands  at  proper  place. 

(f)  In  the  high  first  grade,  when  the  pupils  learn  to  clothe  the 
little  stick  figures,  Wee  Willie  Winkle's  costume  makes  a  fine 
model  for  a  type  of  simplified  clothing  and  also  offers  an  op- 
portunity for  Wee  Willie  to  admonish  his  little  friends  to  re- 
tire early.     (See  "Metropolitan  Mother  Goose.") 

(g)  As  the  child's  graphic  vocabulary  expands  in  the  second  and 
third  grades,  and  he  becomes  more  proficient  in  the  represen- 
tation of  figures  and  more  complex  action,  and  his  ideas  of 
form  take  more   definite   S'hape,   elaborate     and     supplement 
themes  suggested   for   the  first  grade.     The  papers,  may  be 
bound   in   booklet  form  under   some   simple   attractive   cover 
title,  as  "Better  Boys  and  Girls." 

(h)  The  delightful  adaptations  from  Mother  Goose  rhymes  fur- 
nish interesting  inspirations  for  illustrations  and  also  stimu- 
late children  to  make  similar  ones.  The  joy  of  having  one's 
original  verses  illustrated  by  the  whole  class  has  fascinated 
many  pupils. 

(i)  The  value  of  fresh  air  and  exercising  in  the  open  is  another 
favorite  type  among  boys  and  girls  and  one  that  has  brought 
forth  many  interesting  and  original  illustrations, 
(j)  Represent  gain  in  weight  graphically  by  pictures  of  children 
suggesting  marked  contrast  in  physique  and  labeled  "Before 
and  After  Drinking  Milk."  The  same  theme  has  been  depicted 
by  see-saws  with  husky  looking  milk  drinkers,  overbalanc- 
ing dangerously  lean  undernourished  figures. 

(k)  In  the  fourth  grade,  when  elementary  lettering  is  taught, 
vitalize  health  teaching  by  originating  health  slogans.  To  add 
to  the  attractiveness  of  the  poster,  cut  colored  pictures  from 
magazines.  At  the  same  time  work  out  problems  in  page 
arrangements,  margins,  etc. 

(1)  For  lessons  in  object  drawing  select  models  suggestive  of 
health  education.  A  milk  bottle,  a  coffee  can,  or  tea  pot  with 
appropriate  slogans,  groups  of  fruits,  or  vegetables,  cereal 
bowis,  etc.  may  be  used  to  advantage  and  will  probably  sug- 
gest similar  models. 

(m)  Interest  in  telling  something  is  the  motive  which  inspires 
all  good  drawing.  Judging  from  the  many  original  illustra- 
tions of  subjects  suggested  by  health  education,  the  topic 
evidently  appeals  to  the  children  and  is  heartily  recommended 
to  primary  teachers  who  are  searching  for  a  real  live  worth- 
while project, 
(n)  Booklets  and  drawings  finding  their  way  into  the  foreign 

home  supply  a.  picture  language  understood  by  all. 
d.     Correlation  of   Physical   Education  and   Health   Education. 

Physical  Education  is  responsible  not  alone  for  physical  development 
through  activity,  but  for  achievement  so  far  as  possible  of  perfect 
physical  condition.  Stimulate  every  child  to  include  in  his  daily 
program  the  health  habits  which  in  the  past  the  physical  director 
has  demanded  in  developing  selected  athletes. 

The  following  methods  are  suggested  for  use  in  this  period:  The 
"Teaching  of  Efficient  Living"  in  the  course  of  study  in  Physical 
Education  assigns  a  definite  place  for  the  follow-up  of  morn- 
ing inspection  and  the  teaching  of  health  habits.  An  average  of 
one  Physical  Education  period  per  week  may  be  devoted  to  this 
type  of  instruction. 


The  following  methods  are  suggested  for  the  use  in  this  period: 

(1)  Weighing  and  measuring. 

(2)  Health  plays  and  dramatizations  (alphabet,  slogans,  puppet,  etc.) 
See  bibliography,  p.  19. 

(3)  Drills  (posture). 

(4)  Games  (invented  or  adapted  from  tag,  singing,  or  indoor  games). 
Examples : 

(a)  Tag  Game.— The  Sandman  (Grades  1  to  2.) 

One  player  is  the  Sandman  and  the  others  children.  The 
Sandman  may  catch  the  children  only  after  seven  o'clock. 
The  game  starts  with  the  Sandman  in  his  cave  marked  in 
one  corner  of  the  playground,  and  the  children  in  their  home 
marked  in  the  diagonally  opposite  corner.  The  Sandman 
leaves  his  cave  and  wanders  about,  whereupon  the  children 
also  come  out  and  scatter  about,  approaching  as  close  to  the 
Sandman  as  they  dare.  They  keep  asking  him  "What  time 
is  it?"  and  he  answers  any  hour  he  chooses.  Should  he  say 
"One  o'clock"  or  any  other  hour  through  six  o'clock 
they  are  safe,  but  should  he  say  "Seven  o'clock"  the  chil- 
dren must  run  home  to  bed,  the  Sandman  chasing  them.  Any 
child  caught  changes  places  with  the  Sandman  and  the  game 
is  repeated. 

(b)  Indoor  game. — Food  Target  Game  (Grades  3  and  4.) 

Following  a  discussion  on  values  of  foods,  a  breakfast  might 
be  planned  (or  luncheon  or  dinner)  and  diagrammed  on  large 
circle  on  wall  or  blackboard.  Each  row  in  the  classroom 
forms  a  team.  One  member  of  each  team  in  turn  stands 
across  room  and  throws  a  soft  ball  (or  feathered  dart  with 
pin  point)  at  target.  When  all  have  thrown,  the  row  wins 
which  has  scored  the  best  balanced  meal.  The  same  scheme 
could  be  used  for  health  habits,  i.  e.  divide  circle  into  seg- 
ments to  include  active  play  every  day,  long  hours  of  sleep, 
fresh  air  day  and  night,  drinking  of  milk  and  pure  water 
daily,  brushing  teeth,  etc.  Team  wins  which  has  scored 
largest  range  of  health  habits. 

(c)  Singing  Games. 

Words   suggested   by    children   to   air   of   "Mulberry   Bush"; 

for  example: 

"This  is  the  way  we  brush  our  teeth" 
"This  is  the  way  we  drink  our  milk",  etc. 

e.     Correlation  of   Penmanship  and  Health   Education. 
(1)     Posture. 

Use  the  writing  desk,  the  pen  and  the  paper  to  work  out  the  best 
posture  for  every  child.  Since  good  posture  is  90  per  cent  of 
good  writing,  take  advantage  of  associating  the  earliest  writing 
habits  of  the  child  with  the  correct  sitting  posture. 

"Let  us  play  that  the  spine  is  a  train  of  cars.  When  we  sit 
up  straight,  each  car  will  be  on  the  track  and  all  the  doors  and 
windows  will  be  wide  open  to  let  the  pure  air  in;  but  if  our  backs 
are  bent  and  twisted,  some  of  the  cars  will  fall  off  the  track  and 
the  windows  (lungs)  will  close,  shutting  out  all  the  fresh  air." — 
Spencer. 

A  high  chest,  a  straight  back,  and  arms  well  up  on  the  desk 
promote  better  penmanship  and  better  health. 

—  8  — 


(2)     Health    Slogans  and  Speed  Drills. 

(a)  Health   Slogans. — At  first  the   focus   of  attention  is  neces- 
sarily  on  posture,   the   visualization   of   the   letter,   and   the 
motor  activity  which  produces  it,  but  so-on  the  word  as   a 
whole  is  visualized  and  later  the  sentence.     When  this  stage 
is  reached  sentences  may  be  selected  which  express  health 
ideas   as   well   as   provide   for   practice   in   the   principles   of 
writing.     Children  may  also  be  encouraged  to  originate  sen- 
tences   expressing   ideas   from   the   letter   forms   which   have 
been  taught. 

Use  of  Capital  O: 

One,  two,  milk's  good  for  you. 
Oranges  sweet  aid  rosy  cheeks. 
Open  windows  while  we  sleep. 

Use  of  O  and  A: 

Our  teeth  we  brush  each  morn  and  night 
And  keep  them  always  clean  and  bright. 
Out-of-doors  we  play  each  day 
And  keep  healthy,  strong,  and  gay. 

(b)  Speed  drills. — When  speed  is  being  developed  in  the  fourth 
grade  and  memorizing  the  assigned  copy  is  part  of  the  drill, 
attractive  health   slogans  and  messages  might  often  replace 
some  of  the  standard  selections. 

(See   Educational   Tests  and    Measurements — Monroe,   De  Voss, 
and  Kelly,  page  186.) 

f.     Correlation  of  Language  and  Health  Education. 

(1)  Reading. 

Develop  your  own  primer  by  printing  sentences  on  strips  of 
paper.  Base  contents  on  experiences  of  child  and  emphasize 
health  factors  of  a  child's  day.  Reading  lessons  on  health  themes 
are  more  logical  and  beneficial  than  the  disjointed  contents  of 
many  primers.  Include  health  stories  as  supplementary  readers 
when  child  is  able  to  master  them. 

(2)  Story-telling. 

Develop  a  succession  of  stories  which  make  the  same  appeal 
quietly  but  forcibly.  Do  not  destroy  pleasure  in  the  story  by 
over-emphasis  on  its  lesson.  Primary  object  of  the  story — to 
give  pleasure;  secondary  object — to  develop  proper  habits  of 
living. 

Use  any  story  which  includes  a  'health  appeal,  e.  g.,  "  The 
Crow"  (Kindergarten  Stories  and  Morning  Talks,  Sarah  E. 
Wiltse).  Effort  of  the  crow  in  obtaining  water  suggests  effort 
children  should  make  to  develop  habits  of  cleanliness,  water- 
drinking,  etc.  "  How  many  crows  have  we  this  morning?"  might 
well  introduce  morning  inspection  on  the  following  day.  (See 
bibliography  for  list  of  stories  with  health  appeal  as  major  theme.) 

(3)  Conversation. 

Encourage  children  to  bring  in  pictures  with  health  themes  for 
basis  of  oral  composition.  Advertising  sections  of  magazines 
furnish  a  wealth  of  material  for  stimulating  conversation  on 
use  of  fruits,  vegetables,  cereals,  the  toothbrush,  etc. 

—  9  — 


g.     Correlation  of  Civics  and  Health  Education. 

(1)  Emphasize  the  health  of  the  school,  home,  and  community  and 
the  obligation  of  the   pupil   in   relation  to   these  social  interests. 
The    child   is    not    interested    generally    in    his    own    health,    nor 
should  he  be  except  as  he  realizes  that  "to  be  well  and  strong" 
enables   him   to   do   something  for   the   general   good — service   to 
playmates,   school,  community.     "Health  is  important  not  as  an 
end  unto  itself  but  as   a  means   to   practically  all  worthy   ends 
of  life." 

(2)  Outline  what  services  the  community  provides  for  the  health  of 
its  members. 

(3)  Arouse  interest  and  support  for  school  health  activities.     (See 
Course  of  Study  in  Civics — Grades  1  to  6.) 

h.     Correlation  of  Geography  and  Health  Education. 

(1)  Use  child's  surroundings  for  his  laboratory.     In  visits  to  markets 
utilize  opportunities  for  stressing  fruits  and  vegetables.     Classify: 
(a)  those  which  grow  in  surrounding  territory;   (b)   those  which 
come    from   other   regions.     Suggest   needs    for   growing   plants; 
sunshine,  water,  food,  and  air. 

(2)  Point   out   problems    of   cleanliness   in    handling   and   preparing 
food.      Bakeries    suggest   many   problems    for    class    discussions: 
wrapped  bread,  personal  habits   of  employees,  brown  bread  vs. 
white  bread,  etc. 

(3)  Use   topic  of  "Shelter"   for  introducing  problems   of  home  hy- 
giene. 

i.     Correlation  of  Industrial  Arts  and  Health  Education. 

(1)  Adapt  paper  cutting  and  use  of  stencils  to  such  themes  as: 

(a)  My  Fruit  Basket. 

(b)  The  Friends  of  Rosy  Cheeks    (vegetables  cut  from  colored 
paper). 

(c)  Before  and  After  I  Drank  Milk  (see  Health  Education  Bul- 
letin, No.  10,  Bureau  of  Education,  Washington,  D.  C.). 

(d)  Victory   of  the   Milk   Bottle    (milk  bottle   personified   elimi- 
nates the  coffee  pot). 

(e)  The    King   of   Brushes    (personified   toothbrush    with   crown 
or  other  designating  mark  of  prominence). 

(2)  Modeling.— Map   of  Healthland     (for    details    see   "The   Health- 
land   Flyer,"    Child   Health   Organization   of   America). 

D.     STANDARDS    OF   ATTAINMENT: 

NOTE:  It  is  understood  that  the  following  habits  are  to  be  stressed  con- 
tinuously by  each  teacher  from  the  kindergarten  through  the  fourth  grade,  so 
that  by  the  end  of  the  fourth  grade  they  will  be  firmly  established  in  the  life  of 
the  child. 

1.      Habits. 

a.  To  come  to  school  with  clean  hands,  face,  and  body. 

b.  To  wash  hands  before   eating. 

c.  To  have  a  clean  handkerchief  and  use  it  properly. 

d.  To  keep  objects  out  of  mouth  (fingers,  books,  pencils,  etc.). 

e.  To  brush  teeth  daily. 

f.  To  stand,  sit,  and  walk  in  good  positions. 

g.  To    desire   fresh  air. 

(1)  Out-of-door  play. 

(2)  Fresh  air  in   sleeping  rooms, 
h.     To  be  in  bed  by  eight  o'clock. 

i.      To  avoid  sunlight  on  book  while  reading;  to  keep  fingers  from  eyes. 

—  10  — 


2.      Knowledge. 

a.  Common  foods  and  beverages,  both  good  and  harmful,  for  children 
6-11  years  of  age. 

b.  Hours  of  sleep  needed  for  children  6-11  years  of  age. 

c.  Method  of  brushing  teeth  and  caring  for  toothbrush.     Value  of  visit- 
ing dentist  at  least  once  a  year. 

d.  Average  weight  for  individual  height  and  age. 

BIBLIOGRAPHY 

Winslow  &  Hallock Land  of  Health C.  E.  Merrill  Co.,  N.  Y. 

Cobb,   Walter   F -\Graded  Outlines  in  Hygiene World  Book  Co.,  Yonkers, 

N.  Y. 
Woods,    Hutchinson The  Child's  Day Houghton  Mifflin,  Boston. 

Handbook  of  Health 
Community    Hygiene 

Haviland,   Mary  S The  Play  House ..--Lippincott,  Philadelphia. 

The   Most   Wonderful   House 
in   the    World 

O'Shea  and  Kellogg .Health  Habits  MacMillan,  San  Francisco. 

Making  the  Most  of  Life 
The   Body   in   Health 
Health  and   Cleanliness 

Winslow,  C.  E.  A Health  Living:  Vol.   1— How 

Children    Grow   Strong  for 

Their  Country's  Service Merrill,  N.  Y. 

Fisher The     Health     Care     of     the 

Growing  Child Funk  &  Wagnalls,  N.  Y 

Joness,  May  F.,   M.  D...  Keep-Well  Stories  for  Little 

Folks Lippincott,  Philadelphia. 

Terman .Hygiene  of  the  School  Child Houghton  Mifflin,  Boston. 

Ferguson Child's  Book  of  the  Teeth World  Book  Co.,  Yonkers, 

N.  Y. 

Herben Jack  O'Health  &  Peg  O'Joy.  ..Chas.  Scribner,  N.  Y. 

Bancroft Posture  of  School  Children....MacMillan-  Boston. 

Griffith Cho     Cho     and     the     Healtri 

Fairy  Child  Health  Org., 

370-7th  Ave.,  N.  Y. 

Andress Rosy  Cheeks  and  Strong 

Heart  Child  Health  Org., 

370-7th  Ave.,  N.  Y. 

Peterson Rhymes  of  Cho  Cho's  Grand- 
ma    Child  Health  Org., 

(Health  Reader  for  3rd  370-7th  Ave.,  N.  Y. 

Grade) 
Child  Health  Alphabet 

Goldsmith....  .....The   Healthland 


Flyer Child  Health  Org., 

370-7th  Ave.,  N.  Y. 


Iowa  T.  B.  Assn Teaching   Health  Through 

Stories  and  Games Iowa  Tuberculosis  Assn., 

Silent  Reader  for  Health  Des  Moines,  Iowa. 

—  11  — 


Monthly    Publications_..<Elementary  School  Journal....  University  of  Chicago. 
(Series  or  articles  on  Health 
Teaching,    beginning    Sept, 
1921.) 

The  Nation's  Health Modern  Hospital  Pub  Co., 

Chicago. 

The  Red  Cross  Courier. American  Red  Cross,  17th 

and  D  St.,  Washington, 
D.C. 

School  Hygiene  Review  Worcester,  Mass. 

American  Physical  Education 

Review 123  Highland,  Springfield, 

Mass. 

Bulletins mm Health   Education   Series Bureau  of  Education, 

1.  W  a  n  t  e  d — Teachers    to     Washington,  D.  C. 
Enlist  for   Health  Serv- 
ice. 

2.  Diet      for      the      School 
Child. 

3.  Summer    Health    and 
Play  School. 

4.  Child     Health     Program 
for  P.  T.  A.  and  Wom- 
en's Clubs. 

5.  Teaching  Health. 

6.  Further  Steps  in  Teach- 
ing Health. 

7.  The     Lunch     Hour     at 
School. 

8.  Health      Training      for 
Teachers. 

9.  Your  Opportunity  in  the 
Schools. 

10.  Suggestions  for  a  pro- 
gram for  Health  Teach- 
ing in  the  Elementary 
Schools 


Metropolitan    Series "Metropolitan  Life  In- 

1.  How  to  Be   Happy   and     surance  Company 
Well. 

2.  Child  Health  Alphabet. 

3.  Care  of  the  Teeth. 

4.  Metropolitan     Mother 
Goose. 

5.  First  Aid  in  the  Home. 

6.  The    War    on    Tubercu- 
losis. 

7.  The  Child. 

8.  How  to  Live  Long. 

9.  Milk. 

10.  Teeth,  Tonsils  and  Ade- 
noids. 

11.  All  About  Milk. 

12 


Plays  Health  Plays  for  School  Chil- 
dren. (A  collection  of  15 
playlets.) 

1.  King  of  Foods  (1). 

2.  King  of  Foods  (2). 

3.  Wizardry  of  Milk. 

4.  The  House  That  Health 
Built. 

5.  The      Pied      Piper      of 
Health. 

6.  The  Value  of  Milk. 

7.  The    Carpenter's    Union. 

8.  Our   Friend  Milk. 

9.  The  Road  to  Health. 

10.  Young      American      and 
the  Magic  Carpenters. 

11.  A  Day  in  Happy  Land. 

12.  The   Magic   Milk   Game. 

13.  Mary's    Vegetable    Gar- 
den. 

14.  The     Story     Milk     Told 
Me. 

15.  Dr.  Milk  Bottle  Child  Health  Organization, 

370-7th  Ave.,  N.  Y. 
Little  Vegetable   Men 
Magic  Oat  Field 
The  House  That  Health 

Built 

The    House    That    the    Chil- 
dren  Built  Child  Health  Organization, 

370-7th  Ave.,  N.  Y. 
The  Magic  Basket  Bureau  of  Charities, 

Brooklyn,  N.  Y. 
Five     Playlets      (by     Hester 

Jenkins)   -——««— ^.^-—.Northern  Division  Amer- 

1.  Mother     Goose     Up-To-     ican  Red  Cross.  Minn. 
Day. 

2.  Judith  and  Ariel. 

3.  Our  Friends  the  Foods. 

4.  Baby  Godmothers. 

5.  In  a  Tenement. 

The  Quest  for  the   Fountain 

of  Health New  England  Dairy  Coun- 

America's  Gift  to  the  Old  Cil. 

World „ American  Home  Economics 

Assn.,  Baltimore 

Brushes    Quarrel Dept.  of  Education, 

Cleveland,  Ohio. 

Clock  and  the   Child Chicago  Dept.  Health 

Bulletin,  March  20,1920. 

David  and  the  Good  Health 

Elves  National  T.  B.  Assn., 

370-7th  Ave.,  N.  Y. 

The  Wonderful  Window Child  Health  Organization, 

370-7th  Ave.,  N.  Y. 

Milk    Fairies National  Dairy  Council, 

Chicago. 

__  13 


*»•"  JsJUJjOW 


Photomount 
Pamphlet 

Binder 
Gaylord  Bros. 

Makers 

Syracuse,  N.  Y. 
PAT.  JAN  21,  1908 


V//" 

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